유아 영어 방문교사의 교수 동기와 탈동기 요인

• 영문명: A study of early childhood English teachers’ motivation and demotivation
• 발행기관: 한국외국어교육학회
• 저자명: 김태영(Kim, Tae-Young) 안정주(Ahn, Joung Joo)
• 간행물 정보: 『Foreign Languages Education』Vol.23 No.2, 171~199쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.06.30

영문 초록

The present study has investigated teaching motivation and demotivation factors on itinerant English teachers for pre-school children. A total of 119 itinerant English teachers were asked to answer a questionnaire with a 5-point Likert scale, which had 32 items for teaching motivation and 14 items for demotivation. They also responded to 8 items asking about personal background information, which were used to examine the direct influence on teachers’ (de)motivation. Factor analyses were conducted to explore (de)motivation factors. As a result, five factors emerged regarding teaching motivation: altruistic motivation, intrinsic motivation, interpersonal motivation, monetary reward, and self-improvement motivation. Four teaching demotivation factors were also identified through factor analysis: burnout, lack of self-confidence, insufficient external support, and lack of autonomy. The result of t-test and one-way ANOVA indicated that teachers’ age, marital status, and teaching experiences have influenced teaching motivation, whereas their undergraduate major and age contributed to the level of teaching demotivation. This study implies that it is necessary to provide them with systematic pre- and in-service teacher training programs in order to develop the comprehensive knowledge of early childhood education as well as to improve their overall English proficiency.

목차

I. 서론

II. 이론적 배경 및 선행연구

III. 연구방법

IV. 결과

V. 논의

VI. 결론

참고문헌

키워드

유아 영어교사 영어 방문교사 교수 동기 탈동기 early childhood English teacher itinerant English teachers teacher (de)motivation